Language Learning Metastrategies for Speaking. Jennifer Wallace

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1 Language Learning Metastrategies for Speaking Jennifer Wallace

2 Activity 1 Please discuss these questions with a colleague: What is metacognition? What is a metacognitive strategy?

3 Workshop overview Defining metastrategies for language learning Exploring teacher use of metastrategies The case for teaching metastrategies Classroom application Conclusions References and suggested reading

4 Learning Strategies and Metacognition Learning strategies methods deployed by students in order to facilitate learning Metacognition thinking about thinking Metacognitive strategies activities consciously chosen by learners for the purpose of regulating their own language learning (Griffiths, 2013, p. 50)

5 Metastrategies (adapted from Oxford, 2011) Paying Attention Planning Obtaining and Using Resources Orchestrating Strategy Use Monitoring and Evaluating Metacognitive strategies help the learner manage the construction, transformation and application of L2 knowledge Meta-affective strategies help the learner manage the creation of positive emotions and attitudes and motivation Meta-socioculturalinteractive strategies help the learner manage interacting to learn and communicate

6 Activity 2 Please look at the metastrategies in Activity 2 in your handout and discuss this question with a colleague: Could this metastrategy be useful for learning a language? Why/not?

7 What are teacher attitudes and practice towards the teaching of metastrategies in speaking? Teaching some metastrategies is important Teaching metastrategies not always appropriate Improving speaking means engaging in authentic interaction Teaching limitations Misalignment with teaching approaches (Wallace, 2015)

8 The case for teaching metastrategies Metacognitive knowledge (Pintrich, 2002) and learning strategies (Cohen, 2007) = more successful language learning experiences Cognition, affect and socio-interaction all have a bearing on language learning Teachers have an instrumental role (Hong-Nam & Leavell, 2006) Much research is focused on listening, reading and writing Teaching should include modelling and be consistent

9 Classroom application 4. Learners appropriate strategies and scaffolding fades 1. Teacher raises awareness 3. Learners practise (with teacher support) 2. Teacher identifies and models relevant strategies (Cycle adapted from Macaro, 2001a; 2001b; Oxford, 1990; 2011)

10 Activity 3 Please look at the activities in your handout and discuss these two questions with a colleague: Have you tried this activity (or something similar), either in your own language learning or in your teaching? Which metastrategies might be elicited by or required for this activity?

11 Conclusions For many reasons, many of us often do not teach metastrategies (particularly those related to affect) Metastrategies can support language learning! It is effective to model metastrategies and teach them consistently Teaching metastrategies can require few resources and can be easily and quickly integrated into class time

12 References and suggested reading Learning strategies and Metacognition/Metastrategies Cohen, A. D. (2007). Coming to terms with language learner strategies: Surveying the experts. In A. D. Cohen & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (pp ). Oxford, UK: Oxford University Press. Goh, C. C. M., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge, UK: Cambridge University Press. Griffiths, C. (2013). The strategy factor in successful language learning. Bristol, UK: Multilingual Matters. Hadfield, J., & Dörnyei, Z. (2013). Motivating learning. Harlow, UK: Pearson Education. Hong-Nam, K., & Leavell, A. G. (2006). Language learning strategy use of ESL students in an intensive English learning context. System, 34(3), Macaro, E. (2001a). Learning strategies in foreign and second language classrooms. London: Continuum. Macaro, E. (2001b). Strategies in foreign and second language classrooms: learning to learn. London: Cassell. Oxford, R. L. (1990). Language learning strategies. Boston, MA: Heinle & Heinle. Oxford, R. L. (2011). Teaching and researching language learning strategies. Essex, UK: Pearson Education. Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching and assessing. Theory into Practice, 4(1), Metacognition/Metastrategies and Teacher Cognition Spruce, R., & Bol, L. (2015). Teacher beliefs, knowledge, and practice of self-regulated learning. Metacognition and Learning, 10(2), Wallace, J. 2015, An examination of ESL teacher cognition and practice in the teaching of metastrategies for speaking (Unpublished Masters thesis). The University of Sydney, Australia. Wilson, N. S., & Bai, H. (2010). The relationships and impact of teachers metacognitive knowledge and pedagogical understandings of metacognition. Metacognition and Learning, 5(3),

13 Thank you Jennifer Wallace Academic English Teacher UTS INSEARCH

The Effect of Explicit Feedback on the Use of Language Learning Strategies: The Role of Instruction

Yıl/Year: 2013 Cilt/Volume: 2 Sayı/Issue: 5 Sayfalar/Pages: 1-12 The Effect of Explicit Feedback on the Use of Language Learning Strategies: The Role of Instruction Mohammad Rahi Islamic Azad University,